Social Studies Essential Learning Outcomes And Learning .
Social Studies Essential Learning Outcomes and Learning TargetsAddison Central School District - June 2016Essential Learning Outcomes1. I can analyze different historical periods, ideas, and themes and make connections among them.2. I can analyze my community and the world based on my understandings of human and physical geography.3. I can demonstrate an understanding of the structure and function of government and my rights and responsibilities as a citizen.4. I can make informed decisions based on my understanding of the economic interplay between individuals, society, and the environment ata local, national, and global level.5. I can make sense of the world around me through inquiry: questioning, seeking out relevant information, and analyzing information.6. I can effectively communicate information and understandings.7. I can consider and respect multiple identities, cultures, and perspectives, even when they are different from my own.8. I can take action to improve local, national, or global conditions using my knowledge of history, geography, government, and/oreconomics.June 2016Page 1
What are the Addison Central School District Essential Learning Outcomes and Learning Targets ?The ACSD Essential Learning Outcomes (ELOs) are a cohesive set of PK-12 content area proficiencies that describe what students will know, understand, and be ableto do by the time they graduate across ten content areas. Learning targets describe what it means to meet the ELOs within a content area at each grade span. TheELOs were developed and vetted during the 2015-2106 school year, and are aligned with state and national standards.How do we read the document?Each ELO appears on its own page. Thisis the ACSD “big picture” outcome.ELO 1. I can analyze different historical periods, ideas, and themes and make connections among them.Learning targets define proficiency ateach grade span.Learning TargetsLooking across the grades showsstudents’ progression toward the ELO.PreK-2nd3rd-5th6th-8thEach learning target is identified by alowercase letter and color-coded toshow how specific skills and conceptsbuild on each other.a. I can demonstrateunderstanding of theconcepts of past,present, and futureby creating timelinesbased on narratives.a. I can demonstrateunderstanding of time periods bycomparing and contrastingfamily life or school andcommunity life in differentperiods.a. I can identify andsequence historicaleras and identify thecauses and effects ofchanges in each era.9th-12tha. I can identify and sequencehistorical eras and identify thecharacteristics of transitionsbetween eras, being sure tomake connections to past andpresent.How do we use the ELOs and Learning Targets?The ELOs and learning targets provide a guide for instruction and assessment for every ACSD teacher and learner. The articulated targets enable teachers to assessstudents who are above or below grade level using a common ACSD language and create opportunities for students to reflect on their own progress as they movetoward proficiency. Used across content areas, the ELOs support interdisciplinary learning and enable connections among concepts, skills, and understandings.June 2016Page 2
ELO 1. I can analyze different historical periods, ideas, and themes and make connections among them.Learning TargetsPreK-2nd3rd-5th6th-8tha. I can demonstrateunderstanding of the conceptsof past, present, and future bycreating timelines based onnarratives.a. I can demonstrate understandingof time periods by comparing andcontrasting family life or schooland community life in differentperiods.a. I can identify and sequence historicaleras and identify the causes andeffects of changes in each era.b. I can learn about the pastthrough sources and artifactsthat illustrate key periods inlocal history.b. I can examine the past byinvestigating sources and artifacts(e.g., historical narratives,documents, photographs, and art)that illustrate key periods in localand state history.b. I can examine the past by investigatingsources and artifacts (e.g., historicalnarratives, documents, photographs,maps, charts, architecture, and art) thatillustrate key periods in state, regional,and national history.c. I can compare and synthesizehistorical data from differentperiods in Vermont’s history.c. I can compare, analyze, and synthesizehistorical data from different periods inAmerican history.d. I can describe, explain, compare,and analyze how different cultureshave impacted and impactVermont.d. I can describe, explain, compare, andanalyze how different cultures haveimpacted and impact North America.c. I can compare historicalinformation from differentperiods in local history.d. I can describe and explain howdifferent cultures haveimpacted and impact mycommunity.June 20169th-12tha. I can identify and sequence historicaleras and identify the characteristics oftransitions between eras, being sure tomake connections to past and present.b. I can examine the past by investigatingsources and artifacts (e.g., historicalnarratives, documents, photographs,maps, charts, architecture, and art) thatillustrate key periods in national andworld history.c. I can compare, analyze, and synthesizehistorical data from different periods inworld history.d. I can describe, explain, compare, andanalyze how different cultures haveimpacted and impact world history andsociety.Page 3
ELO 2. I can analyze my community and the world based on my understandings of human and physical geography as well as geographicdata.Learning TargetsPreK-2nd3rd-5th6th-8th9th-12thThe World in Spatial Termsa. I can understandinformation that I learnfrom maps.a. I can use maps and spatialthinking to understand andcommunicate information.b. I can describe wherepeople live and what theenvironment is like in mycommunity.b. I can describe and analyze thelocations and characteristics ofpeople, places, andenvironments in Vermont.a. I can use maps and other geographicrepresentations, as well as spatialthinking, to understand andcommunicate information.b. I can describe and analyze the spatialorganization and characteristics ofpeople, places, and environments in theUnited States.a. I can use maps and other geographicrepresentations, geospatial technologies, andspatial thinking to understand andcommunicate information.b. I can describe and analyze the spatialorganization and characteristics of people,places, and environments on Earth's surface.Human & Physical Systemsc. I can describe, explain, andanalyze the patterns,distribution, and migration ofpeople in Vermont.d. I can describe andcompare how cooperationand conflict among peopleimpact my community.e. I can describe and explainhow humans and thephysical environmentinteract and impact eachother.d. I can describe, compare, andanalyze how cooperation andconflict among people impactVermont.e. I can describe, explain, andcompare how human actionsmodify the physicalenvironment and how physicalsystems affect human systemsin Vermont.c. I can describe, explain, compare, andanalyze the characteristics, patterns,distribution, and migration of humansettlement and human populations inthe United States.d. I can describe, explain, compare, andanalyze how the forces of cooperationand conflict among people influence thedivision and control of the UnitedStates.e. I can describe, explain, compare, andanalyze how human actions modify thephysical environment and how physicalsystems affect human systems in theUnited States.c. I can describe, explain, compare and analyzethe characteristics, patterns, distribution, andmigration of human settlement and humanpopulations on Earth's surface.d. I can describe, explain, compare, and analyzehow the forces of cooperation and conflictamong people influence the division andcontrol of Earth's surface.e. I can describe, explain, compare, and analyzehow human actions modify the physicalenvironment and how physical systems affecthuman systems.Uses of Geographyf. I can use what I knowabout the geography of mycommunity to understandthe past and present.June 2016f. I can apply geographicalknowledge about Vermont tointerpret the past and presentand plan for the future.f. I can apply geographical knowledge anddata about the United States to interpretthe past and present and plan for thefuture.f. I can apply geographical knowledge and datato interpret the past and present and plan forthe future.Page 4
ELO 3. I can demonstrate an understanding of the structure and function of government and my rights and responsibilities as a citizen.Learning TargetsPreK-2nd3rd-5th6th-8th9th-12thStructure of Governmenta. I understandand follow thebasic rules andlaws of myschool andcommunity.a. I can explain how groups ofpeople make rules to defineresponsibilities and protectindividuals and groups.b. I can explain the structuresof state government andthe processes of electingleaders and making laws inVermont.a. I can explain, compare, and analyze how local,a. I can describe, compare, and analyze how peoplestate, and national governments make laws toorganize and exercise political power through variousdefine responsibilities that protect the freedomstypes of governments.of individuals and groups and support thecommon good.b. I can describe and analyze the structures ofb. I can critically evaluate structures and processes ofgovernment (3 branches, federalism) andgovernment.processes (checks and balances, electingleaders) as described in the United StatesConstitution and Bill of Rights.Function of Governmentc. I can describehow and whyrules arecreated.c. I can describe and comparehow and why rules andlaws are created.c. I can evaluate how and why rules and laws arecreated, interpreted, and changed; I canevaluate the rules or policies of a group, school,or community.d. I can describehowcommunity andlocal decisionsimpact me orrelate to mylife.d. I can describe and analyzehow Vermont governmentdecisions impact me orrelate to my life.d. I can describe and analyze how federalgovernment decisions impact me or relate tomy life, and I can evaluate how the Americanpolitical system incorporates me, otherAmericans, and non-citizens.e. I can describe and analyze how U.S.government structures and decisions contributeto conflict and solutions to conflict.c. I can analyze examples of democratic ideals andconstitutional principles describing power, commongood, and the rights, duties and responsibilities ofcitizens; I can contribute to making or revising rulesand/or policies for a group, school, or community.d. I can describe and analyze how governmentstructures and decisions directly impact citizens andnon-citizens locally, nationally, and internationally; Ican evaluate how political systems around the worldimpact members of the global community.e. I can describe, compare, and analyze how worldgovernment structures and decisions contribute toconflict and solutions to conflict.Rights & Responsibilities of Citizensf. I can Identifythe rights,duties, andresponsibilitiesof citizens inmy class,school, andcommunity.June 2016f. I can Identify the rights,duties, and responsibilitiesof citizens in the localcommunity and Vermont.g. I can describe and compareways people can participatein the political process(e.g., voting, petitioning) inVermont.f. I can describe the protections offered to citizensby the Bill of Rights and other amendments tothe Constitution.g.I can describe the relationship betweenparticipation in the political process and theattainment of my individual goals, and I canillustrate how individuals and groups havebrought about change locally and nationally.f. I can describe the protection of individual andminority rights in the United States and othercountries; I can analyze examples of the protection ofrights in court cases or from current events.g. I can describe the relationship between participationin the political process and the attainment ofindividual and collective goals; I can illustrate howindividuals and groups have brought about changelocally, nationally, and internationally.Page 5
ELO 4. I can make informed decisions based on my understanding of the economic interplay between individuals, society, and theenvironment at a local, national, and global level.Learning TargetsPreK-2nd3rd-5th6th-8th9th-12thEconomic Decision-Makinga. I can identify various personal a. I can compare the benefits anddecisions people makecosts of individual choices.related to economics.b.I can identify positive andnegative incentives that influencethe decisions people make.a. I can explain how scarcity necessitatesdecision-making and how economicdecisions affect the wellbeing ofindividuals, businesses, and society.b.I can analyze the role of incentives,competition, innovations, andentrepreneurship in a market economy.a. I can analyze how incentives influencechoices that may result in policies with arange of costs and benefits for differentgroups.b.I can apply my understanding of incentives,competition, innovation, andentrepreneurship to propose solutions tovarious economic problems.Goods and Servicesc. I can describe goods andservices produced in mycommunity and analyze theskills and knowledge requiredto produce certain goods andservices.d.I can describe examples ofcapital goods, human capital,and costs of production.c. I can identify examples ofresources used for production,and I can analyze how natural,human, and capital resourceshave been used to produce goodsand services in Vermont.d.I understand the relationshipbetween investment in humancapital, productivity, and futureincomes.c. I can analyze and compare howc. I can examine, compare, and analyze howproducers in the U.S. and the world haveproducers in the U.S. and the world haveused natural, human, and capitalused natural, human, and capital resources toresources to produce goods andproduce goods and services, and I canservices.predict the long-term effects of these uses.d.I can analyze and compare standards of d.I can investigate how advancements inliving as they relate to productivity, and Itechnology and investments in capital goodscan analyze the role of innovation andand human capital impact economic growthentrepreneurship in a market economy.and standards of living.Trade and Interdependencee. I understand why individualse. I can examine, compare, ande. I can analyze and evaluate the effects of e. I can analyze and evaluate how currentand businesses specializeanalyze how trade in goods andincreasing economic interdependenceglobalization trends and policies affectand why people in one countryservices around the world createson different groups within participatingeconomic growth, labor markets, rights oftrade goods and services witheconomic interdependencenations.citizens, the environment, and resource andpeople in other countries.between people in differentincome distribution in different nations.f. I can describe and compareplaces.products that are producedf. I can analyze barriers to trade and f. I can analyze and evaluate the benefitsf. I can analyze the role of comparativeabroad and sold in the U.S.how those barriers influence tradeand costs of trade policies toadvantage in international trade.and those produced in theamong nations.individuals, businesses, and societies.U.S. and sold abroad.June 2016Page 6
ELO 4 continuedPreK-2nd3rd-5th6th-8th9th-12thFinancial Sector, Markets and Personal Financeg.I can explain and comparehow people earn income andhow and why people save.g.I can explain ways people meettheir basic needs and wants.g.I can analyze influences on buying,saving, borrowing, and investing,including the media and interest rates.g.I can examine the causes and long termeffects of people’s needs and/or wantsexceeding their available resources, andpropose possible solutions.h. I can explain how changes in supply and h. I can apply my understanding of economicdemand cause changes in prices andconcepts such as supply and demand, price,quantities of goods and services, labor,market and/or opportunity cost in ancredit, and foreign currencies.investigation of a regional, national, orinternational economic question or problem.i. I can use appropriate data to evaluatei. I can use economic indicators to analyze thethe state of employment,current and future state of the economyunemployment, inflation, totalproduction, income, and economicgrowth in the economy.j. I can compare price, quality, andj. I can develop and utilize a budget.features of goods and services.h. I can examine factors thatinfluence supply and demand.i. I can compare and analyze howinflation, deflation, andunemployment affect differentgroups.j. I can identify prices ofproducts in a local market.j. I can compare prices of goodsand services.The Economy and the Worldk. I can describe examples ofthe goods and services thatgovernments provide.k. I can explain the ways in whichthe government pays for thegoods and services it provides.l. I can describe and analyze thecause and effect relationshipbetween economic activities andthe environment in Vermont.June 2016k. I can analyze and articulate diverseeconomic philosophies, discuss whythey have been proposed, and evaluatealternative approaches to currenteconomic issues.l. I can draw conclusions about howchoices within an economic systemaffect the environment in the Vermontand the U.S.k. I can evaluate and debate the impact ofgovernment action in a variety of economicconditions and propose solutions to worldand social issues using diverse economicphilosophies.l. I can draw conclusions about how choiceswithin various economic systems affect theenvironment in the state, nation, and/orworld.Page 7
ELO 5. I can make sense of the world around me through inquiry: questioning, seeking out relevant information, and analyzing information.Learning TargetsPreK-2nda. I can ask questionsabout why things arethe way they are.b. I can ask learn moreabout a topic byasking an adult.c. I can state my ownopinion about a topicand explain thedifference between afact and an opinion.d. I can learninformation about atopic from sourcespresented to me.June 20163rd-5th6th-8tha. I can ask questions based on mya. I can develop inquiry questions, which leadinterests and curiosities, taking intome to deepen my own understandings ofconsideration the differences inthe world around me.how people may answer myquestion.b. I can research a topic using theb. I can conduct research on a topic usingschool library and internet sources.multiple, reliable sources and accessrelevant online resources.c. I can differentiate among fact,opinion, and interpretation in what I c. I can distinguish among fact, bias,read, hear, or see.stereotyping, generalizing, and categorizingin gathering and presenting evidence anddata.d. I can gather and evaluateinformation from multiple sourcesrepresenting a range of views.e. I can determine the validity andreliability of information.9th-12tha. I can develop complex inquiry questions,which lead me to deepen my ownunderstandings of the world around me.b. I can conduct research by applyingappropriate methods and ethical reasoningskills and using relevant tools, technologies,and sources throughout my inquiry.c. I can distinguish intentions and intendedimpacts from unpredicted and unwantedeffects.d. I can gather, synthesize, and evaluateinformation from multiple sourcesrepresenting a wide range of views.d. I can gather, synthesize, and evaluateinformation from multiple sourcesrepresenting a wide range of views.e. I can determine the validity and reliability ofdocuments and information, incorporatingfindings from sources that are valid andrefuting others.e. I can evaluate various explanations andauthors’ differing points of view on the sameevent or issue, citing specific textual evidencefrom primary and secondary sources tosupport my analysis.Page 8
ELO 6. I can effectively communicate information and understandings.Learning TargetsPreK-2nd3rd-5th6th-8th9th-12tha. I can share informationand ideas about SocialStudies topics.a. I can effectively communicate with a a.
Social Studies Essential Learning Outcomes and Learning Targets Addison Central School District - June 2016 Essential Learning Outcomes 1. I can analyze different historical periods, ideas, and themes and make connections among them. 2. I can analyze my community and the world based on my understandings of human and physical geography. 3.
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Social Studies - Kindergarten Kit with Big Book ISBN 015340584 Social Studies - Kindergarten Time for Kids Set ISBN 015361670 Social Studies - Grade 1 About My World; Harcourt Horizon; 2005 also 0153402199 Audio Text & 0153358661 Time for Kids Readers ISBN 0153402199 Big Book Social Studies - Grade 1
Rick MacDonald, Social Studies Consultant (1999-2002) Mary Fedorchuk, Program Co-ordinator P-12 (2002-2003) Bruce Fisher, Social Studies Consultant (2003-) Newfoundland and Labrador Smita Joshi, Social Studies Consultant (1999-2001) Victor Kendall, Social Studies Consultant (2001-) Jim Crewe, Independent Social Studies Consultant (1998-)
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